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“Students had multiple opportunities to grow as reflective practitioners as they critically looked back on who they were at the beginning of their … Master’s Program and how they had evolved as teachers and learners at the conclusion of their Program…Students developed a heightened level of confidence and competence that motivated them to be leaders and agents of change in their school, communities, and beyond.” (p.320)
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“Self-reflection and peer review are empowering forms of assessment that require engagement and involvement, and students are often best …placed to provide feedback on each other’s technical and interpersonal performance…Self-reflection and peer review also help students prepare for their post-graduation work environments and duties, which has positive implications for the development of future mentors and assessors.” (p.27)
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“Findings indicated (a) processfolios became a lens through which students focused their growth as reflective teachers; (b) a lack of examples …and confusion over specific processfolio requirements was stress inducing; (c) the collaborative nature of working within a peer/faculty cohort was socially, emotionally, and academically valuable; (d) students effectively used the processfolio to demonstrate synthesis of the multiple facets of the graduate music education program.” (p.11)
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“While the school counseling instructor conceptualized the ePortfolio process and product as a form of personalized action research focusing on … aspirational goals, the school counselors-in-training experienced the ePortfolio as a useful product for reflection and job preparation but did not grasp the process as a form of personalized action research.” (p.65) “Overall, the school counselors-in training saw ePortfolios as most beneficial for preparation for job interviews and for reflection on the work completed in the program. One student noted that the ePortfolio was “beneficial in reflection and to showcase your best work” (Participant 2) while another simply found it was a “digital version of a binder of completed work from graduate school” (Participant 1). ePortfolios did support aspirational goals of building confidence and community, especially through working with other cohort members in supporting each other and through the peer review process.” (p.69)
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“From these results, we can speculate that it is possible that individual reflection assignments may be just as effective in reaching these positive …team process outcomes, a conclusion which conflicts somewhat with the finding of Dayaram and Fung (2012).” (p.24) “Through such shared reflection, not only are individual team members asked to make a more conscientious commitment to the project, but also as a part of the actual assignment, they are expected to mentally commit to and physically sign the behavioral contract.” (p.25) “Results of a multivariate analysis of covariance, controlling for gender and individual prior achievement indicated that teams who engaged in team-level reflection on desired team behavioral norms did not report higher teamwork satisfaction than those who had engaged in individual-level reflection on desired norms, but did report higher team effectiveness, effectiveness of their team member evaluation tool, and higher project scores.” (p.5)